Social-pedagogical and political reflections from popular education for youth and adults
Currently, the importance of contexts, both broad and specific, in shaping the dynamics of constructing a teacher's epistemology of practice is recognized. This work draws on the socioeducational and political practices of a teacher within the context of expanding and extending secondary educat...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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IRICE (CONICET-UNR)
2025
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| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1950 |
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| Sumario: | Currently, the importance of contexts, both broad and specific, in shaping the dynamics of constructing a teacher's epistemology of practice is recognized. This work draws on the socioeducational and political practices of a teacher within the context of expanding and extending secondary education in Argentina. The study is situated within the field of socioanthropological pedagogy, professional didactics, and draws on contributions from the sociology of individuation to consider a collective phenomenon. Methodologically, the research adopts an interpretative hermeneutic perspective and acknowledges the debate within the social and human sciences prompted by Latin American postcolonial thought. Within these parameters, interviews were conducted with teachers from the Permanent Education of Youth and Adults (EPJA) modality in the southern suburbs of Buenos Aires, who began their teaching careers between 2003 and 2015. Specifically, this paper presents a sociopedagogical and political reflection aimed at approaching the unique characteristics of teaching practices with a view to contributing to the construction of a conceptual framework regarding their specificity for the modality in its relation to broader issues such as the links between teaching work and the fight against social and educational inequality, the various ways in which teachers reinterpret public education policies, and their conceptions regarding professional work.
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